The effectiveness and efficiency of extensive reading at developing reading rates

Abstract

Few studies have examined the development of foreign language learners’ reading rates through extensive reading. The previous studies conducted have methodological limitations with regards to their research design or interpretation of results. To address these limitations, this study investigated the impact of extensive reading and grammar-translation on reading rate development using an experimental research design with evidence that time spent conducting the respective treatments was similar. First-year Japanese university students (N = 50) were randomly assigned to one of two treatment groups. To measure reading rate improvements over an academic year, pre- and post-treatment reading rate measurements were used where comprehension was maintained above 70%. The between-groups analysis revealed that the extensive reading group participants (n = 23) increased their reading rate significantly relative to the grammar-translation group participants (n = 27). This study provides evidence of both the effectiveness and efficiency of developing reading rates through extensive reading relative to traditional reading instruction with grammar-translation exercises. Pedagogical implications include allocating more time for extensive reading and questioning the value of the grammar-translation approach. In addressing the call for stronger evidence than quasi-experimental studies, this research demonstrates that classroom-based experimental reading studies which control for time-on-task are feasible.